Quilt Blocks: Writing in the Geometry Classroom

2005 ◽  
Vol 99 (2) ◽  
pp. 108-111
Author(s):  
Michelle Gibson ◽  
Timothy G. Thomas
Keyword(s):  
Mathematics Teachers ◽  
Real World ◽  
Writing Strategies ◽  
Authentic Tasks

Mathematics teachers are finding that they can increase the effectiveness of their instruction by employing classroom writing strategies. These strategies invite students to generate products for real-world audiences—authentic tasks that carry students' understanding beyond many standardized assignments.

How Many Games in a Tournament?

1989 ◽  
Vol 82 (5) ◽  
pp. 332-335
Author(s):  
Ernest Woodward
Keyword(s):  
Mathematics Teachers ◽  
Real World ◽  
Real World Problems

Most mathematics teachers periodically look for real-world problems that they hope their students will find interesting and challenging. Since we are an athletically oriented society, situations with an athletic context are often appealing to students. Thus an ideal source for real- world problems is athletics. I found some interesting problems in the area of athletic tournaments.

Integrating Mathematics and Social Issues

2007 ◽  
Vol 13 (5) ◽  
pp. 270-276
Author(s):  
Gregory K. Harrell
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teachers ◽  
Real World ◽  
Local Community ◽  
Social Issues ◽  
School Students ◽  
The Real ◽  
Community Issues ◽  
Principles And Standards

The Connections Standard in grades 6–8 in Principles and Standards for School Mathematics recommends that middle school students “recognize and apply mathematics in contexts outside of mathematics” (NCTM 2000, p. 274). This goal can be reached by providing students with rich problem contexts that involve connections to the real world (NCTM 2000). To find such contexts, mathematics teachers can look to the local community, because our culture influences the mathematics we do and influences the issues that are important to us. If teachers present students with interdisciplinary experiences within the context of local community issues, students will understand the usefulness of mathematics and it will help them develop the skills and knowledge necessary to become active participants in their communities (Zaslavsky 1996).

Sharing Teaching Ideas: Mathematical Connection-a Baseball Opportunity

2000 ◽  
Vol 93 (7) ◽  
pp. 552-553
Keyword(s):  
Mathematics Teachers ◽  
Real World ◽  
Teaching Ideas ◽  
Mathematical Connection

Like most mathematics teachers, I am always seeking connections to real-world situations.

Logo and the Closed-Path Theorem

1986 ◽  
Vol 79 (4) ◽  
pp. 250-255
Author(s):  
Alton T. Olson
Keyword(s):  
Mathematics Teachers ◽  
Real World ◽  
General Level ◽  
Closed Path ◽  
The Real ◽  
Level Of Knowledge

Mathematics teachers and educators are in agreement that additional geometric experiences are necessary if we are going to improve students' general level of knowledge in geometry. Though we usually think of geometric experiences taking place in the real world, that isn't necessarily a requirement. We can simulate geometric microworlds very well by using a microcomputer and appropriate software. This article describes a program written in Apple Logo that can be used to explore a number of such microworlds.

The Dangers of Mathematical Modeling

2002 ◽  
Vol 95 (2) ◽  
pp. 140-145
Author(s):  
Angela D. A. Köhler
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Teachers ◽  
Real World ◽  
Real Life ◽  
Mathematical Language ◽  
Mathematical Skills ◽  
School Year ◽  
Or Economics ◽  
The Given

When setting long-term goals, mathematics teachers face a constant dilemma. Most of us realize that our students will need to be mathematically literate in their future jobs, be able to see the real world through mathematical eyes, and be ready to handle the huge quantities of numbers that will be presented to them in their company's reports and in the news. During most of the school year, however, we give our students problems that are already written in mathematical language. Even the socalled real-life applications often consist of just an equation from physics, medicine, or economics that students are expected to analyze algebraically or graphically. They do not learn how the equation was originally derived, and they can often solve such problems without giving any thought to the application. To truly connect their mathematical skills with the outside world, we need to confront them with problems that have not yet been translated into the language of mathematics. We should just say “Now what?” and give them the necessary time to try out several mathematical models for the given situation.

scholarly journals Teaching mathematical modelling: a framework to support teachers’ choice of resources

2019 ◽  
Vol 39 (2) ◽  
pp. 127-144
Author(s):  
Peter K Dunn ◽  
Margaret F Marshman
Keyword(s):  
Mathematical Modelling ◽  
Mathematical Models ◽  
Mathematics Teachers ◽  
Real World ◽  
Real Data ◽  
Model Structure ◽  
The Real ◽  
Using Data ◽  
Do So ◽  
Poor Practice

AbstractMathematics teachers are often keen to find ways of connecting mathematics with the real world. One way to do so is to teach mathematical modelling using real data. Mathematical models have two components: a model structure and parameters within that structure. Real data can be used in one of two ways for each component: (a) to validate what theory or context suggests or (b) to estimate from the data. It is crucial to understand the following: the implications of using data in these different ways, the differences between them, the implications for teaching and how this can influence students’ perceptions of the real-world relevance of mathematics. Inappropriately validating or estimating with data may unintentionally promote poor practice and (paradoxically) reinforce in students the incorrect idea that mathematics has no relevance to the real world. We recommend that teachers approach mathematical modelling through mathematizing the context. We suggest a framework to support teachers’ choice of modelling activities and demonstrate these using examples.

scholarly journals Mathematics teachers’ ideas about mathematical models: A diverse landscape

2014 ◽  
Vol 9 (1) ◽  
pp. 1-28
Author(s):  
Alfredo Bautista ◽  
Michelle H. Wilkerson-Jerde ◽  
Roger G. Tobin ◽  
Bárbara M. Brizuela
Keyword(s):  
United States ◽  
Content Analysis ◽  
Mathematical Models ◽  
Mathematics Teachers ◽  
Real World ◽  
Educational Background ◽  
Written Responses ◽  
Data Points

This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers’ ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers’ written responses to three open-ended questions through content analysis. A varied landscape of ideas was identified. Teachers referred to different entities as constituting models, expressed different ideas about whether data points can be part of models, and whether models convey more information than data. Interesting differences according to educational background were identified, especially between teachers with and without mathematics backgrounds.Ideas de profesores de matemáticas sobre modelos matemáticos: un panorama diversoEste artículo describe las ideas que tienen profesores de matemáticas (grados 5-9) acerca de los modelos matemáticos de fenómenos del mundo real y explora cómo esas ideas difieren dependiendo de la formación académica de los profesores. Analizamos las respuestas de 56 profesores en ejercicio estadounidenses a tres preguntas abiertas, mediante un análisis de contenido. Identificamos un panorama variado de ideas sobre las entidades que constituyen el modelo matemático, sobre si los datos pertenecen o no al modelo, y sobre si el modelo es más o menos informativo que los datos. Encontramos diferencias interesantes entre profesores con y sin formación matemática.Handle:  http://hdl.handle.net/10481/33231

scholarly journals Can mathematical modelling work as a creativity-demanding activity? An empirical study in China

ZDM ◽  
2021 ◽  
Author(s):  
Xiaoli Lu ◽  
Gabriele Kaiser
Keyword(s):  
Mathematical Modelling ◽  
Mathematics Teachers ◽  
Real World ◽  
Core Competencies ◽  
Mathematical Problem ◽  
Significant Negative Correlation ◽  
School Students ◽  
Economic Changes ◽  
The Real ◽  
Real World Problems

AbstractCreativity has been identified as a key characteristic that allows students to adapt smoothly to rapid societal and economic changes in the real world. However, Chinese students appear to perform less well in mathematical problem-solving and problem-posing abilities, which are strongly connected to mathematical creativity. Mathematical modelling has recently been introduced as one of the six core competencies in the Chinese mathematical curriculum and is built on students’ ability to solve real-world problems using mathematical means. As mathematical modelling is characterised by openness regarding the understanding of complex real-world problems and the complex relationship between the real world and mathematics, for the strengthening of creativity, mathematical modelling activities seem to be adequate to accomplish this purpose. In this paper, we describe a study with 71 upper secondary school students, 50 pre-service mathematics teachers, and 66 in-service mathematics teachers, based on an extended didactical framework regarding mathematical modelling as a creativity-demanding activity. The results of the study indicate a significant correlation between modelling competencies and creativity aspects. Especially significant correlations between the adequacy of the modelling approaches and the two creativity aspects of usefulness and fluency could be identified, as well as a significant negative correlation between usefulness and originality. The results of the correlational analysis of relationships among the four criteria were not always consistent in the three participant groups. Overall, the results have implications for the promotion of creativity for various expertise groups and demonstrate the dependency of the modelling activities on the mathematical knowledge of the participants and the mathematical topic with which they are dealing.

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